212 and affixes. knowledge ofGreekandLatinroots of speechandcontinuetoapply indicate differentmeaningsorparts use patternsofwordchangesthat L.9–10.4.b the meaningofawordorphrase. L.9–10.4.a independently andproficiently. grades 9–10textcomplexityband and poems, atthehighend ofthe , includingstories, dramas, grade 10, readandcomprehend RL.9–10.10 

STANDARDS

UNIT 2• MAKING MEANING

Use contextasaclueto Identify andcorrectly By theendof OUTSIDERS AND OUTCASTS Elliptical Bird With , opportunity tocompleteacloseread afteryour firstread. Apply thesestrategiesasyouconductyourfirstread. You willhavethe First ReadPOETRY first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofbasewords andother vocabularystrategiesto Base Words these words. As youperformyourfirstread ofthesepoems,youwillencounter Concept Vocabulary Fences “inside” word, alongwith context, todeterminethemeaning. whether itcontainsabaseword youknow. Then,useyourknowledgeofthe COLLECTION perception ofthesenses. for directions. Perhaps Conclusion: cabdrivers with Context: Familiar BaseWord: Unfamiliar Word: perspective have already read. already knowandwhatyou each selectiontowhatyou CONNECT moment. story ordescribesasingle whether thepoemtellsa “speaking” thepoemand NOTICE

I

wrote downtheaddressandtookataxidrivenbyoneofthose

who

If thesewords are unfamiliartoyou,analyzeeachonesee

Cabdrivers are knownfortheirexceptionalmemories ideas within extrasensory or

extrasensory entitled what

sensory, extrasensory ” is

whichmeans“oforrelating tothesenses” memory. means“beyondtheordinary interactions the Comprehension Check. you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. About the Poets be heard out loud to be fully to appreciated. loud be out heard be that page” hasthe to something instead but Award. Book National and the Mexican American heritage of the Southwest. of the heritage American Mexican avoice to her gives transculturalHer style poems. English-language in her and phrases includingand Spanish, Spanish words often English in both poetry writes Mora writing. administrator before turning to university a teacher,and became museum director, and Mora Pat is “not on realized that something just poetry she in readings which poetry to attending much success of her credits Mullen personal. and the “crossing political the lines” between as described has been Mullen’s poetry of California, Angeles. Los University at the inprimarily Texas English teaches and now Mullen Harryette Award PEN/Hemingway a including poems, and screenplays, for his stories, novels, has numerous won awards Since Alexie then, off. took awriter as college, his career After reading. much and spent of his in bed time from seizures suffered State. achild, Alexie As in Washington Reservation Indian Spokane Sherman Alexie (b. 1942) grew upin El Paso, Texas, (b. 1966) the grew upon (b. 1953) grew up essential question words that would be needed for athought needed thatwords would be intentional, often of omission, or aword the (. ellipsis as ..)—is points known marks punctuation with represented Ellipsis—often Elliptical forms inway. an entirely new traditional of our most one presenting sonnet, reinvents the Alexie Sherman this poem, In summarize or lines. preceding the resolve of lines asonnet final two The scheme. in aspecific arrangement fourteen- strict a follows Asonnet unchanged. essentially centuries five forms, having survived poetic enduring most of form the is one sonnet The Bird With Sonnet, Backgrounds lifestyle that they themselves cannot afford. cannot themselves they that lifestyle enjoy an affluent who accommodate tourists however, that must means many locals incomea major source. economy, tourist This tourism on rely as Vallarta, including Puerto Many places, in Mexico. city resort a beach Vallarta, was inspired by Puerto poem This Fences these ideas. “involving ellipsis,” of both with plays means title whose imagination. poem, This to reader’s the are left they times, Other from context. are words understood or word missing the complete.to be Sometimes, : Dopeopleneedtobelong? POETRY COLLECTION

213 POETRY Sonnet, With Bird Sherman Alexie

SCAN FOR MULTIMEDIA

1. Seventeen months after I moved off the reservation, and on the NOTES second plane flight of my life, I traveled to London to promote my first internationally published book. 2. A Native American in England! I imagined the last Indian in England was Maria Tall Chief, the Osage1 ballerina who was once married to Balanchine.2 An Indian married to Balanchine! 3. My publishers put me in a quaint little hotel near the Tate Gallery. I didn’t go into the Tate. Back then, I was afraid of paintings of and by white men. I think I’m still afraid of paintings of and by white men. 4. This was long before I had a cell phone, so I stopped at payphones to call my wife. I miss the intensity of a conversation measured by a dwindling stack of quarters. 5. No quarters in England, though, and I don’t remember what the equivalent British coin was called. 6. As with every other country I’ve visited, nobody thought I was Indian. This made me lonely. 7. Lonely enough to cry in my hotel bed one night as I kept thinking, “I am the only Indian in this country right now. I’m the only Indian

within a five-thousand-mile circle.” 8. But I wasn’t the only Indian; All rights reserved. or its affiliates. Inc., Education, © Pearson

1. Osage Native American tribe based in the Midwestern United States. 2. Balanchine George Balanchine (1904–1983), dance choreographer who founded the New York City Ballet and is considered the father of American ballet.

214 UNIT 2 • OUTSIDERS AND OUTCASTS © Pearson Education, Inc., or its affiliates. All rights reserved. I wasn’teventheonlySpokaneIndian. 3. 10. When Ientered thepub,Isatinacorner, andwaitedformy taxi drivenbyoneofthosecabdriverswithextrasensorymemory. working ataLondonpub.SoIwrote downtheaddress andtooka mother toldmethatachildhoodfriendfrom thereservation was quail speaks. quails grieve,theyliedownnexttotheirdead.WhenIndiansdie,the call itasong.WhenIndianssing,theairisheavywithgrief. bevy. A gatheringofIndiansiscalledatribe.Whenquailsspeak,they I atetwoandordered twomore. 14. A gatheringofquailiscalleda quail eggs.Onthesecondmorning,Ionlytookataste.third day, would bequail,”hesaid.Onthefirstmorning,Icouldnoteat were impossiblysmall.“Whatbird isthis?”Iaskedthewaiter. “That and toast.Everywhere intheworld,bread isbread, butmyeggs eat breakfast inthelobbyrestaurant. Everymorning,Iordered eggs In mystrangelittlehotelneartheTate, Ihadtowearmysuitcoat language, nowmeans,“Aren’t weamiracle?”and“Goodbye.”13. kissed hisforehead, andsaid,“England.”12.“England,”inourtribal him. Onlyminutesgone,hisskinwasstillwarm.Iheldhand, to seehiminhislastmoments,buthepassedbefore Icouldreach 11. Hisnamewas Aaron andhediedofcancerlastspring.I’drushed hugged me.“IthoughtIwastheonlyIndianinEngland,”hesaid. friend todiscoverme.Whenhesawme,leaptoverthebarand

Spokane Indian

Native American from the northeastern part of Washington State. Washington of part northeastern the from American Native 3 9.Onthepayphone,my NOTES Sonnet, With Bird Sonnet, With

215 POETRY Elliptical Harryette Mullen

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. strikes us as . . . Our strikes usas . . . Neverthelesstheirbehavior had anenormousimpactontheir . . . that they . . . Norcan itbedeniedthatthey . . . We knowthatthishas hand, theyobviouslyfeel Of course,their unaware of . . . Somewhoshouldknowbettersimplyrefuse to . . . Many ofthemremain we knowhowdifficult itisforthemto . . . But Ifonlytheywouldmakeaneffort to . . . understand that . . . They don’t appear to The consequences of which have been . . . Theiroveralltendencyhasbeen . . . it isobviousthatthey . . . However Onceinawhilethey . . . Sometimesthey . . . always . . . to bemore . . . We allwishtheyweren’t so . . . Theynever . . . They They justcan’tseemto . . . Theyshouldtryharder to . . . Theyought perspective interactions entitled has been limited by . . . Ontheother hasbeenlimitedby . . . to . . . Certainlywecan’tforget to . . . unfortunatelyhavebeen. NOTES shuhnz) MEANING: interactions MEANING: entitled MEANING: n perspective helped youdeterminemeaning. another strategyyouusedthat Mark basewordsorindicate . n. (ehn TY tuhld) (ehn TY (puhr SPEHKtihv) (ihn tuhrAK Elliptical MULTIMEDIA SCAN FOR adj.

217 218 NOTES POETRY

UNIT 2• MULTIMEDIA SCAN FOR OUTSIDERS ANDOUTCASTS 15 10 5 for ataste. ran barefoot across thehotsand Once mylittlesister coconut white,mangoyellow. or sipdrinksfrom longstraws, while theirchildren jumpwaves sweeter thanhoneyintotheirarmsandlegs and watchthewomenrub oil I peekthrough thecactusfence away allfootprints. With awoodenboard hesmooths the coolbeachnewforthem. Every morningmybrother makes with suitcasesfullofdollars. the Mouths fulloflaughter, It’s theirbeach.” “No. No.It’stheirbeach. My motherroared liketheocean, turistas cometothetallhotel Fences Pat Mora

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension 1. Research to Clarify Research RESEARCH 6. 5. 4. 3. 2. of the poem. research that detail. what In way the information does you learned shed light an on aspect SONNET, WITH BIRD FENCES ELLIPTICAL

Why doesthespeakergotoLondon? What doesthespeaker’s littlesisterdothatcausesthemothertoreact? What doesthespeaker’s brother doeachday? What pronoun appearsinthefirstninesentencesofpoem? How doeseachsentenceof“Elliptical”end? Whom doesthespeakermeetinLondon?

Choose unfamiliar at one least detail from of one Briefly the poems. Poetry Collection

219 MAKING MEANING

Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

POETRY COLLECTION

Cite textual evidence Analyze the Text to support your answers.

Notebook Complete the activities. GROUP DISCUSSION Take turns reading portions 1. Review and Clarify With your group, reread the lines of “Sonnet, With of each poem aloud. Discuss Bird” numbered 11 and 12. What point does the author make by defining how listening to a poem England in two different ways? Explain. read aloud helps you hear 2. Present and Discuss Now, work with your group to share other key lines rhythm, rhyme, and other from the poems. What made you choose these particular passages? Take sound devices. Discuss the turns presenting your choices. Discuss what you notice in the poem, what connection between the sound of the poem and its questions you asked, and what conclusions you reached. meaning. 3. Essential Question: Do people need to belong? What have these poems taught you about being an outsider? Discuss with your group.

language development  WORD NETWORK Concept Vocabulary Add words related to outsiders from the texts to perspective entitled interactions your Word Network.

Why These Words? The three concept vocabulary words are related. With your group, identify the concept they have in common. How do these word choices enhance the text?  Standards RL.9–10.5 Analyze how an author’s choices concerning how to structure a text, order events Practice within it, and manipulate time Notebook Confirm your understanding of these words by using them create such effects as mystery, tension, or surprise. in sentences. Include context clues that hint at their meanings.

L.9–10.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech and continue Word Study to apply knowledge of Greek and Notebook Prefix: en- The concept vocabulary word entitled Latin roots and affixes. begins with the Latin prefix en-, meaning “in,” “into,” or “on.” Write L.9–10.4.c Consult general and the meanings of these other words beginning with the prefix en: enamor, © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson specialized reference materials, encapsulate, encipher. Consult a college-level dictionary as needed. both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

220 UNIT 2 • OUTSIDERS AND OUTCASTS © Pearson Education, Inc., or its affiliates. All rights reserved. Author’s Choices:PoeticForm Analyze CraftandStructure poets oftenplaywithlinebreaks, orthewaysinwhichlinesend. unexpected combinationsoflanguage.To create theseeffects, free carefully craftedlinesthat re-create therhythmsofnaturalspeechorpresent poems, however, altogether. avoidtheuseoffixedpatterns Forexample, ofrhymeormeter,pattern oranycombinationofthoseelements.Some For example,apoeticformmaycallforfixednumberoflines,particular different poeticforms.A or rhyme. in poetry,buttheymaycontainotherpoetictechniquessuchasrepetition but soundslikepoetry. poemslackthelinebreaks mostoftenfound The • • 3. 2. 1. Work togetherasagroup toanswerthefollowingquestions. Practice

full sensewithoutthelinethatfollows. Enjambed usually endwithapunctuationmark,suchascommaorperiod. End-stopped lines prose poem and prose-like a poemratherthanprose? (a) poet’s choice Compare with (c) the choiceofformaffect howthereader experiencesthepoem? (a) how areader hearsandunderstandsthepoem. Explain howthedifferent typesoflinesemphasizemeaningoraffect In “Fences,”whichlinesare end-stoppedand whichare enjambed? Rewrite Whattypeofpoemis“Elliptical”? Explain.

What poems do not follow any set patterns. Instead,theypresent poemsdonotfollowanysetpatterns.

poetic

lines

the isapoeticformthatlookslikeprose, oranon-poeticwork,

of

elements

the poem,

donotendwithagrammaticalbreak anddonotmake form? techniques

original. are linesthatcompleteagrammatical unit;they poetic form

adding

affect

(b) What does

line

Howdoesthecombinationofpoetic Poems canbewritteninanynumberof its

is a set pattern ofpoeticelements. isasetpattern

“Sonnet,

meaning? is breaks

lost

and

that essential question:

With

what

(b) make to supportyouranswers. CITE TEXTUALEVIDENCE

Bird” Inwhatwaysdoes

is

sense gained

use

to that

by

you.

the make it Dopeopleneedtobelong?

Poetry Collection

221 222 the desiredaestheticeffect. performance techniquestoachieve selection andincludesappropriate conveys themeaningof and presentarecitationthat: SL.9–10.4.b source materialinaspecificwork. author draws onandtransforms RL.9–10.9 tension, orsurprise. create sucheffectsasmystery, within it, andmanipulatetime to structureatext, orderevents author’s choicesconcerninghow RL.9–10.5 

S

t UNIT 2•OUTSIDERS ANDOUTCASTS LANGUAGE DEVELOPMENT a n

da Analyze howan Analyze howan POETRY COLLECTION

Plan, memorize, r d s Author’s Choices:PoeticForm Author’s Style Write It Chart howAlexie’s poemreimagines theShakespearean sonnet. point, thenchangesitdrastically.Work individuallytoreread thepoem. Bird,” ShermanAlexieusesthesonnetformasastarting In “Sonnet,With Read It information inyourchartto citeexamplesfrom thepoem. experiments withtheShakespearean sonnettocreate aprose poem.Use the a finaltwo-linestanza,or fourteen-line poemthatcontainsthree four-line ,or or twiststhethematicideasexpressed intheearlierlines. Traditionally, therhymingcoupletthatendsasonnetdramaticallyredefines The finaltwolinesinthesonnetformarhymingcouplet. and followan Shakespeare’s “Sonnet18”features three quatrainsthatdevelopatheme rhyme, or S a twist presentsfinal coupletthat develop atheme three quatrainsthat number oflines onnet So longlivesthisandgiveslifetothee.(g) So longasmencanbreatheoreyessee,(g) And summer’sleasehathalltooshorta Rough windsdoshakethedarlingbudsofMay,(a) Thou artmorelovelyandtemperate.(b) Shall Icomparetheetoasummer’sday? Notebook Cha rhyme abab r

a Write aparagraphinwhichyouexplainhowAlexie

scheme. cteristic , cdcd , couplet. efef

rhyme pattern. Here rhymepattern. isthefirstquatrain. S

onnet

Ithasaregular of meterand setpattern A traditional,Shakespearean , w it date.

(a) h B (b) ir d

C o mm ent sonnet , and isa

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